Bryan T. Karazsia

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though expectations systematically varied among clinical PhD, counseling PhD, and clinical PsyD programs. Faculty preferences for applicants’ research and clinical “fit” within the program in which they are applying, as well as general interpersonal skills and intellect, also emerged as important admissions factors. These results describe the desirable undergraduate preparations and qualities of applicants for advanced study in clinical and counseling psychology. The findings have implications for prospective graduate students, faculty who train and mentor undergraduates, and faculty who serve on admissions committees.

Antidepressants are the most widely prescribed psychotropic medication. Consequently, antidepressants and their degradates have a ubiquitous presence in wastewater-impacted environments. The accumulation of antidepressants in waterways appears to be impacting nontarget organisms that live in these environments, such as fish and amphibians. However, psychotherapies that are effective and environmentally friendly exist for the most common diagnoses for which antidepressants are prescribed. Widespread dissemination of effective psychotherapies will reduce existing levels and impacts of antidepressants in the environment and prevent or reduce future contamination in waterways and nontarget organisms. Key Words: Antidepressants—Pharmaceuticals—Psychotherapy—Dissemination—Environment.

Quantitative and statistical literacy are core domains in the undergraduate psychology curriculum. An important component of such literacy includes interpretation of visual aids, such as tables containing results from statistical analyses. This article presents results of a quasi-experimental study with longitudinal follow-up that tested the effectiveness of a new technique for enhancing student interpretation of American Psychological Association-formatted tables. Undergraduate students exposed to the technique performed better than students not exposed on measures of table interpretation. Effect sizes between groups were large, even after a 3-month follow-up assessment. An active learning experience in which students learn how to create tables can enhance student’s ability to interpret tables presented in empirical psychological literature.

Objective The concepts and associated analyses of mediation and moderation are important to the field of psychology. Although pediatric psychologists frequently incorporate mediation and moderation in their theories and empirical research, on few occasions have we integrated mediation and moderation. In this article, conceptual reasons for integrating mediation and moderation are offered. Method We illustrate a model that integrates mediation and moderation. Results In our illustration, the strength of an indirect or a mediating effect varied as a function of a moderating variable. Conclusions Clinical implications of the integration of mediation and moderation are discussed, as is the potential of integrated models to advance research programs in pediatric psychology.